In this one-year qualitative study, the authors examined how border pedagogy is enacted by two Latino/a high school teachers in a border community in Southern California. Through classroom observations, the authors documented powerful student discussions that named complex borders (Giroux, 1992) that existed in their daily lives. We drew from conocimientos (understandings) (Anzaldúa, 1987), conscientizacíon (critical consciousness) (Freire, 1970), and cariño (authentic care) (Valenzuela, 1999) as theoretical lenses to inform this study.